Fraction Weekly Review Bank New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Performance Indicator: 5.N.4
Create equivalent fractions, given a fraction
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Students will understand:
Fractions that have the same value are equivalent. Equivalent fractions are formed when a numerator and denominator are multiplied or divided by the same number. Students will be able to:
Create equivalent fractions by multiplying or dividing the numerator and denominator by the same number. Application(s): Ex. 1 Ans. B Ex. 2 Part A
Ans. Part B Explain how you found your answer for Part A.
Ans.
I divided both the numerator and denominator by 2, then by 4, then by 8. Questions New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Performance Indicator: 5.N.5
Compare and order fractions including unlike denominators (with and without the use of a number line) Note: Commonly used fractions such as those that might be indicated on ruler, measuring cup, etc.
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Students will understand:
All numbers may be compared and ordered. Students will be able to:
Compare and order fractions when they are or are not placed on a number line. Application(s): Ex. 1 Ans.
D Ex. 2 Write these fractions in order from least to greatest.
Ans. Questions Question: 7 related to standard 5.N.5. From NYSED Assessment:Math 5 - March 2006.
Abigail, Ryan, and Dale read the same book. Abigail reads 1/4 of the book. Ryan reads 1/10 of the book. Dale reads 1/5 of the book. What is the order of the fractions from greatest to least?
A.
B.
C.
D.
New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Performance Indicator: 5.N.9
Compare fractions using <, >, or =
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Students will understand:
All numbers can be compared and ordered. Students will be able to:
Correctly use the inequality symbols when comparing fractions. Fractions can be compared by placing them on a number line or by rewriting them with the same denominator. Application(s): Ex. 1
Which symbol makes the sentence true?
Ans.
B Ex. 2
Which symbol makes the sentence true?
Ans.
F Ex. 3
Below are the weights of three packages to be shipped:
Part A
Order these weights from least to greatest.
using <.
Ans.
Part B
Use what you know about comparing fractions to explain how you found your answer for Part A Ans. OR
Questions Question: 20 From Assessment Math 5 Mar 2008
Which fraction belongs in the box below to make the statement true?
A.
B.
C.
D.
Question: 26 From Assessment Math 5 - Jan 2007
Devon is practicing writing fractions on a number line. Which number line shows the fractions in the correct locations?
A.
B.
C.
D.
New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Performance Indicator: 5.N.13
Calculate multiples of a whole number and the least common multiple of two numbers
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Students will understand:
One characteristic of a number is its multiples. There is no end to the multiples of a number. Two numbers will always have multiples in common. Students will be able to:
Determine the multiples of any given number. Find the smallest number that is a multiple of a pair of numbers (least common multiple) by listing the multiples of the given numbers. Application(s): Ex. 1
List the first six multiples of 4, beginning with 4. Ans.
4, 8, 12, 16, 20, 24 Ex. 2
What is the least common multiple of 6 and 8? Ans.
24 Ex. 3
Anita waters her begonia plant every 3 days. She waters her geranium plant every 2 days. If she waters both plants today, how many days will pass before she waters them on the same day again? Ans.
6 days Ex. 4
The music teacher can divide the members of the chorus into equal groups of 8 or 10 with no students left over.
Part A
What is the smallest possible number of students who could be in the chorus? Ans.
Part A
40 students Part B
Use words and/or numbers to explain how you found the answer for Part A and why you took the steps you did. Ans.
I decided I needed to find the multiples of 8 and 10 and then find the smallest one that they had in common.
8: 8, 16, 24, 32, 40, 48, 56
10: 10, 20, 30, 40
Questions Question: 25 From Assessment Math 5 - Jan 2007
What is the least common multiple (LCM) of 8 and 10 ?
A.
2
B.
18
C.
40
D.
80
New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Performance Indicator: 5.N.14
Identify the factors of a given number
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Students will understand:
One characteristic of a number is its factors. Each number has an exact number of factors. Students will be able to:
Determine all the factors of any given number. NOTE:
An organized listing in pairs beginning with 1 and the number may prevent missing factors from the list. Using the divisibility rules for 2, 3, 4, 5, 6, 7, 8, 9, 10 and 12 will also help in making sure the list of factors is complete. Ex: 12: 1, 2, 3, 5, 6, 12 36: 1, 2, 3, 4, 6, 9, 12, 18,36
1 x 12 1 x 36
2 x 6 2 x 18
3 x 4 3 x 12
4 x 9
6 x 6 Application(s): Ex.
List all of the fist factors of 24. Ans. 1, 2, 3, 4, 6, 8, 12, 24 Questions Question: 3 From Assessment Math 5 - Jan 2007
Which list of numbers shows all the factors of 36 ?
A.
0, 1, 2, 3, 4, 6, 9, 12, 18
B.
1, 2, 3, 4, 6, 9, 12, 18, 36
C.
0, 1, 2, 3, 4, 6, 9, 12, 18, 36
D.
1, 2, 3, 4, 6, 9, 12, 18, 36, 72
New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Performance Indicator: 5.N.15
Find the common factors and the greatest common factor of two numbers
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Students will understand:
A pair of numbers will always have factors in common, even if the only common factor is one. Students will be able to:
Determine all the factors of each given number. Find the common factors and identify the greatest common factor (GCF). Application(s): Ex. 1
List all of the factors of 12 and 18. Which are the common factors? Show your work. Ans.
12: 1, 2, 3, 4, 6, 12
18: 1, 2, 3, 6, 9, 18
Common Factors of 12 and 18:1, 2, 3, 6 Ex. 2
What is the greatest common factor of 32 and 48? Ans. 16 Questions Question: 11 From Assessment Math 5 - Jan 2007
What is the greatest common factor (GCF) of 9 and 36 ?
A.
3
B.
9
C.
18
D.
36
New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand meanings of operations and procedures, and how they relate to one another. Performance Indicator: 5.N.19
Simplify fractions to lowest terms
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand meanings of operations and procedures, and how they relate to one another. Students will understand:
Fractions have different representations for the same amount. When the numerator and denominator have a greatest common factor of one, the fraction is simplified to lowest terms. Students will be able to:
Simplify fractions to lowest terms by dividing the numerator and denominator by their greatest common factor. Application(s): Ex. 1
Ans.
Ex. 2 Ans.
A Ex. 3
Ans.
H Questions Question: 4 From Assessment Math 5 Mar 2008
An apple orchard has 30 rows of apple trees, and each row has 20 trees.
What is the total number of apple trees in the orchard?
A.
50
B.
60
C.
500
D.
600
Question: 13 From Assessment Math 5 - Jan 2007
A history club goes on a field trip to a museum. If the price of a student ticket is $13.00, what is the total ticket cost for 24 students?
A.
$312.00
B.
$302.00
C.
$96.00
D.
$37.00
Question: 6 From Assessment Math 5 - March 2006
There are 40 students on a bus. Of these students, 24 are girls. What fraction of the students are girls? Simplify the fraction to lowest terms.
A.
B.
C.
D.
Question: 13 From Assessment Math 5 - March 2006
Kenisha’s dog ate 15/20 of a bag of dog food last week. What is 15/20 in simplest form?
A.
B.
C.
D.
New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand meanings of operations and procedures, and how they relate to one another. Performance Indicator: 5.N.20
Convert improper fractions to mixed numbers, and mixed numbers to improper fractions
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand meanings of operations and procedures, and how they relate to one another. Students will understand:
Numbers have different representations for the same amount. Students will be able to:
Change a mixed number to an improper fraction.
Change an improper fraction to a mixed number. Application(s): Ex. 1
Ans.
C Ex. 2 Part A Ans. Part B Ans.
Questions Question: 25 From Assessment Math 5 Mar 2008
What improper fraction is equivalent to 2
3
?
5
A.
B.
C.
D.
Question: 19 From Assessment Math 5 - Jan 2007
What mixed number equals 7/4 ?
A.
4
3
4
||
B.
4
1
4
||
C.
3
1
4
||
D.
1
3
4
||
Question: 18 From Assessment Math 5 - March 2006
Jen and Eric cleaned the kitchen floor together. Jen cleaned 2/7 of the floor, and Eric cleaned 3/7 of the floor. How much of the floor did they clean in all?
A.
B.
C.
D.
New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand meanings of operations and procedures, and how they relate to one another. Performance Indicator: 5.N.21
Use a variety of strategies to add and subtract fractions with like denominators
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand meanings of operations and procedures, and how they relate to one another. Students will understand:
Only like terms can be added or subtracted. Students will be able to:
Add and subtract fractions with like denominators by adding or subtracting the numerators and preserving the denominators, drawing a picture, using a number line. Application(s): Ex. 1 Ans. A Ex. 2 Part A What fraction of the pizza did they eat together? Ans. Part B Draw a picture to represent this problem. Then explain in words how the picture represents the problem. Ans.
The pizza was cut into 8 pieces. Jackie ate 2 of the 8 pieces and Tony ate 3 of the 8 pieces. Altogether they ate 5 of the 8 pieces. Ex. 2 Ans.
Questions Question: 1 From Assessment Math 5 - Jan 2007
Sarah and Andy are filling a fish tank with water. Sarah fills 1/5 of the tank. Then Andy fills 2/5 of the tank. How much of the tank have they filled in all?
A.
2
25
B.
3
10
C.
2
5
D.
3
5
New York State Learning Standards for Mathematics Content Strand: Number Sense and Operations
Band: Students will understand meanings of operations and procedures, and how they relate to one another. Performance Indicator: 5.N.22
Add and subtract mixed numbers with like denominators
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will understand meanings of operations and procedures, and how they relate to one another. Students will understand:
Only like terms can be added or subtracted. Students will be able to:
Add and subtract mixed numbers with like denominators by adding or subtracting the whole numbers, then adding or subtracting the numerators and preserving the denominators, drawing a picture, using a number line. Application(s): Ex. 1 Ans. A Ex. 2
Ans.
F Ex. 3 Part A How many cantaloupes did Sammy and her friends eat all together? Ans. 3 cantaloupes Part B
Use words and/or numbers to explain how you found your answer. Ans.
Questions Question: 13 From Assessment Math 5 Mar 2008
Jolene rode her bike 1
3
miles to a friend’s house and then 3
1
more miles to the library. What is the total distance, in miles, that Jolene rode her bike?
4
4
A.
B.
C.
D.
Question: 14 From Assessment Math 5 - March 2006
Kwan had 16 3/4 inches of wire. He cut off 4 2/4 inches of wire to use in a craft project. How much wire does Kwan have left?
A.
B.
C.
D.
New YorkState Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will compute accurately and make reasonable estimates. Performance Indicator: 5.N.25
Estimate sums and differences of fractions with like denominators
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Band in Grade 5: Students will compute accurately and make reasonable estimates. Students will understand:
An estimate is not an exact answer. Sometimes an exact answer is not needed. Students will be able to:
Estimate sums and differences by rounding the fractions to the nearest whole number. Add or subtract the rounded amounts. Application(s): Ex. 1
A 0 B 1 C 2 D 3 Ans. B Ex. 2
Ans.
7 miles
Questions Question: 8 From Assessment Math 5 Mar 2008
Lisa bought a bracelet for $3.25, including tax. If she gave the cashier $5.00,
how much change did she receive?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Performance Indicator: 5.N.4
Create equivalent fractions, given a fraction
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Students will understand:
Fractions that have the same value are equivalent. Equivalent fractions are formed when a numerator and denominator are multiplied or divided by the same number.
Students will be able to:
Create equivalent fractions by multiplying or dividing the numerator and denominator by the same number.
Application(s):
Ex. 1
Ans.
B
Ex. 2
Part A
Ans.
Part B
Explain how you found your answer for Part A.
Ans.
I divided both the numerator and denominator by 2, then by 4, then by 8.
Questions
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Performance Indicator: 5.N.5
Compare and order fractions including unlike denominators (with and without the use of a number line) Note: Commonly used fractions such as those that might be indicated on ruler, measuring cup, etc.
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Students will understand:
All numbers may be compared and ordered.
Students will be able to:
Compare and order fractions when they are or are not placed on a number line.
Application(s):
Ex. 1
Ans.
D
Ex. 2
Write these fractions in order from least to greatest.
Ans.
Questions
Question: 7 related to standard 5.N.5. From NYSED Assessment: Math 5 - March 2006.
Abigail, Ryan, and Dale read the same book. Abigail reads 1/4 of the book. Ryan reads 1/10 of the book. Dale reads 1/5 of the book. What is the order of the fractions from greatest to least?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Performance Indicator: 5.N.9
Compare fractions using <, >, or =
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Students will understand:
All numbers can be compared and ordered.
Students will be able to:
Correctly use the inequality symbols when comparing fractions. Fractions can be compared by placing them on a number line or by rewriting them with the same denominator.
Application(s):
Ex. 1
Which symbol makes the sentence true?
Ans.
B
Ex. 2
Which symbol makes the sentence true?
Ans.
F
Ex. 3
Below are the weights of three packages to be shipped:
Part A
Order these weights from least to greatest.
using <.
Ans.
Part B
Use what you know about comparing fractions to explain how you found your answer for Part A
Ans.
OR
Questions
Question: 20 From Assessment Math 5 Mar 2008
Which fraction belongs in the box below to make the statement true?
Question: 26 From Assessment Math 5 - Jan 2007
Devon is practicing writing fractions on a number line. Which number line shows the fractions in the correct locations?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Performance Indicator: 5.N.13
Calculate multiples of a whole number and the least common multiple of two numbers
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Students will understand:
One characteristic of a number is its multiples. There is no end to the multiples of a number. Two numbers will always have multiples in common.
Students will be able to:
Determine the multiples of any given number. Find the smallest number that is a multiple of a pair of numbers (least common multiple) by listing the multiples of the given numbers.
Application(s):
Ex. 1
List the first six multiples of 4, beginning with 4.
Ans.
4, 8, 12, 16, 20, 24
Ex. 2
What is the least common multiple of 6 and 8?
Ans.
24
Ex. 3
Anita waters her begonia plant every 3 days. She waters her geranium plant every 2 days. If she waters both plants today, how many days will pass before she waters them on the same day again?
Ans.
6 days
Ex. 4
The music teacher can divide the members of the chorus into equal groups of 8 or 10 with no students left over.
Part A
What is the smallest possible number of students who could be in the chorus?
Ans.
Part A
40 students
Part B
Use words and/or numbers to explain how you found the answer for Part A and why you took the steps you did.
Ans.
I decided I needed to find the multiples of 8 and 10 and then find the smallest one that they had in common.
8: 8, 16, 24, 32, 40, 48, 56
10: 10, 20, 30, 40
Questions
Question: 25 From Assessment Math 5 - Jan 2007
What is the least common multiple (LCM) of 8 and 10 ?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Performance Indicator: 5.N.14
Identify the factors of a given number
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Students will understand:
One characteristic of a number is its factors. Each number has an exact number of factors.
Students will be able to:
Determine all the factors of any given number.
NOTE:
An organized listing in pairs beginning with 1 and the number may prevent missing factors from the list. Using the divisibility rules for 2, 3, 4, 5, 6, 7, 8, 9, 10 and 12 will also help in making sure the list of factors is complete.
Ex: 12: 1, 2, 3, 5, 6, 12 36: 1, 2, 3, 4, 6, 9, 12, 18,36
1 x 12 1 x 36
2 x 6 2 x 18
3 x 4 3 x 12
4 x 9
6 x 6
Application(s):
Ex.
List all of the fist factors of 24.
Ans.
1, 2, 3, 4, 6, 8, 12, 24
Questions
Question: 3 From Assessment Math 5 - Jan 2007
Which list of numbers shows all the factors of 36 ?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Performance Indicator: 5.N.15
Find the common factors and the greatest common factor of two numbers
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
Students will understand:
A pair of numbers will always have factors in common, even if the only common factor is one.
Students will be able to:
Determine all the factors of each given number. Find the common factors and identify the greatest common factor (GCF).
Application(s):
Ex. 1
List all of the factors of 12 and 18. Which are the common factors? Show your work.
Ans.
12: 1, 2, 3, 4, 6, 12
18: 1, 2, 3, 6, 9, 18
Common Factors of 12 and 18:1, 2, 3, 6
Ex. 2
What is the greatest common factor of 32 and 48?
Ans.
16
Questions
Question: 11 From Assessment Math 5 - Jan 2007
What is the greatest common factor (GCF) of 9 and 36 ?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand meanings of operations and procedures, and how they relate to one another.
Performance Indicator: 5.N.19
Simplify fractions to lowest terms
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand meanings of operations and procedures, and how they relate to one another.
Students will understand:
Fractions have different representations for the same amount. When the numerator and denominator have a greatest common factor of one, the fraction is simplified to lowest terms.
Students will be able to:
Simplify fractions to lowest terms by dividing the numerator and denominator by their greatest common factor.
Application(s):
Ex. 1
Ans.
Ex. 2
Ans.
A
Ex. 3
Ans.
H
Questions
Question: 4 From Assessment Math 5 Mar 2008
An apple orchard has 30 rows of apple trees, and each row has 20 trees.
What is the total number of apple trees in the orchard?
Question: 13 From Assessment Math 5 - Jan 2007
A history club goes on a field trip to a museum. If the price of a student ticket is $13.00, what is the total ticket cost for 24 students?
Question: 6 From Assessment Math 5 - March 2006
There are 40 students on a bus. Of these students, 24 are girls. What fraction of the students are girls? Simplify the fraction to lowest terms.
Question: 13 From Assessment Math 5 - March 2006
Kenisha’s dog ate 15/20 of a bag of dog food last week. What is 15/20 in simplest form?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand meanings of operations and procedures, and how they relate to one another.
Performance Indicator: 5.N.20
Convert improper fractions to mixed numbers, and mixed numbers to improper fractions
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand meanings of operations and procedures, and how they relate to one another.
Students will understand:
Numbers have different representations for the same amount.
Students will be able to:
Change a mixed number to an improper fraction.
Change an improper fraction to a mixed number.
Application(s):
Ex. 1
Ans.
C
Ex. 2
Part A
Ans.
Part B
Ans.
Questions
Question: 25 From Assessment Math 5 Mar 2008
Question: 19 From Assessment Math 5 - Jan 2007
What mixed number equals 7/4 ?
Question: 18 From Assessment Math 5 - March 2006
Jen and Eric cleaned the kitchen floor together. Jen cleaned 2/7 of the floor, and Eric cleaned 3/7 of the floor. How much of the floor did they clean in all?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand meanings of operations and procedures, and how they relate to one another.
Performance Indicator: 5.N.21
Use a variety of strategies to add and subtract fractions with like denominators
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand meanings of operations and procedures, and how they relate to one another.
Students will understand:
Only like terms can be added or subtracted.
Students will be able to:
Add and subtract fractions with like denominators by adding or subtracting the numerators and preserving the denominators, drawing a picture, using a number line.
Application(s):
Ex. 1
Ans.
A
Ex. 2
Part A
What fraction of the pizza did they eat together?
Ans.
Part B
Draw a picture to represent this problem. Then explain in words how the picture represents the problem.
Ans.
The pizza was cut into 8 pieces. Jackie ate 2 of the 8 pieces and Tony ate 3 of the 8 pieces. Altogether they ate 5 of the 8 pieces.
Ex. 2
Ans.
Questions
Question: 1 From Assessment Math 5 - Jan 2007
Sarah and Andy are filling a fish tank with water. Sarah fills 1/5 of the tank. Then Andy fills 2/5 of the tank. How much of the tank have they filled in all?
25
10
5
5
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will understand meanings of operations and procedures, and how they relate to one another.
Performance Indicator: 5.N.22
Add and subtract mixed numbers with like denominators
While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options.
In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will understand meanings of operations and procedures, and how they relate to one another.
Students will understand:
Only like terms can be added or subtracted.
Students will be able to:
Add and subtract mixed numbers with like denominators by adding or subtracting the whole numbers, then adding or subtracting the numerators and preserving the denominators, drawing a picture, using a number line.
Application(s):
Ex. 1
Ans.
A
Ex. 2
Ans.
F
Ex. 3
Part A
How many cantaloupes did Sammy and her friends eat all together?
Ans.
3 cantaloupes
Part B
Use words and/or numbers to explain how you found your answer.
Ans.
Questions
Question: 13 From Assessment Math 5 Mar 2008
Question: 14 From Assessment Math 5 - March 2006
Kwan had 16 3/4 inches of wire. He cut off 4 2/4 inches of wire to use in a craft project. How much wire does Kwan have left?
New York State Learning Standards for Mathematics
Content Strand: Number Sense and Operations
Band: Students will compute accurately and make reasonable estimates.
Performance Indicator: 5.N.25
Estimate sums and differences of fractions with like denominators
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In the grey area are additional Performance Indicators. Click on any of the blue links to examine.
Band in Grade 5: Students will compute accurately and make reasonable estimates.
Students will understand:
An estimate is not an exact answer. Sometimes an exact answer is not needed.
Students will be able to:
Estimate sums and differences by rounding the fractions to the nearest whole number. Add or subtract the rounded amounts.
Application(s):
Ex. 1
A 0 B 1 C 2 D 3
Ans.
B
Ex. 2
Ans.
7 miles
Questions
Question: 8 From Assessment Math 5 Mar 2008
Lisa bought a bracelet for $3.25, including tax. If she gave the cashier $5.00,
how much change did she receive?